L2 learning strategies are those thoughts and actions that individuals use to facilitate their learning, making it faster and more enjoyable. A considerable body of research has identified the factors that affect the use of those strategies, with language proficiency and motivation being particularly prominent among others. Documentation of the usefulness of strategies towards learner autonomy has been recorded while considerable volume of research has examined the effectiveness of strategy instruction or “strategy training” to help learners enhance their L2 performance. After discussing the above issues, this paper will focus on the qualitative data resulted from the pilot testing of an innovative strategy questionnaire designed to detect the types of strategies Greek EFL teachers employ in order to promote strategic learning in their classrooms. Presentation and discussion of these data was felt useful as the teachers’ comments offered informed insights towards the formulation of the final questionnaire.